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Teacher’s Leafl* i. No. 11. 


October, 1920. 


DEP/^RTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

WASHINGTON D. C. 

RURAL S0i;T^)L PLAYGROUNDS AND .EQUIPMENT. 

By K. Cecil Richmond, 

Assistant County )erintendent of Public Instruction, Shawnee County, Kans. 


PLAY. 

“ There is no agency known to man making so much for physical and 
mental development, for quickness of body and mind, for poise, self-confidence, 
ability to correlate mental and bodily action, and above all for that vague 
thing called personality, as play.”— Bulletin on Physical Education, Depart¬ 
ment of Public Instruction, Indiana. 


“ Play that is wisely organized and effectively supervised will produce and 
conserve health; counteract fatigue; make children and adults happy; arouse 
interest; sharpen the wits; overcome awkwardness; develop strength, endur¬ 
ance, and bodily control; and secure obedience, ready response, respect for 
rules and regulations, orderly conduct, courtesy, self-restraint, self-control, 
love of fair play and the habit of playing fair, loyalty, honesty, sense of jus¬ 
tice, and a sociable spirit. Health habits—physical, mental, and moral—are 
formed through play,”— C^ourse of Stij^, physical Education, Denver, Colo. 


“Every chi’d has the inalienable right to be born free from disease, free 
from defo* ■‘li-y, and with pure blood in its veins and arteries. 

“ Every child has the inalienable right to be loved; to have its individuality 
respected; to be trained wisely in mind, body, and soul; to be protected 
from disease, from evil influences, and evil persons; and to have a fair chance 
in life. In a word, to be brought up in the fear and admonition of the 
Lord.”— The Indiana Child Creed. 


THE SCHOOL PLAYGROUND. 

Unfortunately many schools have been located in very poor places. 
Obviously the top or the side of a hill does not make a very satisfac¬ 
tory playground. Neither does rough or stony, swampy or un¬ 
drained, ground prove entirely satisfactory. 

' In the first place, then, the school grounds should receive some at¬ 
tention, unless perchance the schoolhouse has been well located, with 
good playgrounds available. 

If it is only a question of rocks, trash, brush, or shrubbery, let the 
pupils engage in a general clean-up campaign, assisted if necessary 
5691°—20 







2 RUKAL SCHOOL. PLAYGROUNDS AND F .UIP.MENT. 

by others. There is no reason why the children should not be taught 
to maintain a clean school ground, nor why they should not help to re¬ 
move the loose stone, etc. Still the members of the scliool board are 
responsible, and should, of course, direct the work and furnish the 
labor necessary to remove timber, brush, trees, etc. 

Why trees should be tolerated as substitutes for first base, possibly 
second base, and occasionally even third base, particularly when the 
trees are located near the center of what should be the playground,'' 
is an enigma. Trees around the edges of the grounds are not only 
attractive, but highly desirable, but never advisable in the play^ 
ground. A good windbreak is a decided asset. With a row, or, bet¬ 
ter yet, two rows of trees, along the north side of the school grounds, 
the school will be much better protected against wind, snow, and 
blizzards. Again, trees properly placed are of considerable value,, 
but on the playground there is no more excuse for their existence than ‘ 
there is for keeping the Christmas tree in the schoolhouse from one 1 
year to another. i, 

The school ground that needs drainage is common. Usually, how-1| 
ever, such grounds can be remedied by a small drainage ditch, or bet- f 
ter yet by the use of tile where necessary. A ditch around the lower , 
side of the grounds will aid materially in keeping the school grounds 
drained. Frequently, all that is needed is a few loads of dirt, sand, 
or gravel, or cinders placed in the low spots or holes that retain the 
water. There is no excuse for allowing the school grounds to re¬ 
semble a lake, following a rain. Leveling often overcomes the water 
holes and improves the drainage. ; 

If the school has been located on a hill, part of the school ground 
should be leveled somewhat, if possible, in order to permit the play-^ 
ing of both baseball and volley ball. ’ jj 

. Ordinarily the school grounds are large enough in the smaller*! 
schools to afford ample opportunity for organized play. Yet school ! 
houses and outbuildings are frequently placed in such positions that 
it is impossible to utilize the school grounds to the best advantage. I 
Naturally it is clearly out of the question to remedy this in many i 
cases. Still, in rebuilding, the buildings should be placed so as 
to give the maximum amount of room for both playground and agri¬ 
cultural plats, etc. 

At the present time many schools are ruining, to a relative degree 
at least, their playgrounds by putting in sidewalks. Side walks can i 
be put in without running them diagonally across part of the play- I 
ground, thus interfering with the playground. It is advisable to run I 
the walks to the outbuildings, not diagonally across the school 
grounds, which is very commonly done, but with the main walk lead¬ 
ing directly to the rear of the school grounds, and with smaller walks 
parallelling the rear fence to both the girls’ and boys’ toilets, 

‘PiC »• •' 

mm. 











3 


Q.M 4-2.4- 

^ RURAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 


It is undoubtedly advisable to fence the school grounds, particu¬ 
larly if the school is located on a main, traveled road. Children 
inevitably find their way to the roadside. This becomes dangerous, 
for in their play the children may entirely forget automobiles, etc. 

A fence is also a safeguard to the school property, and often pre¬ 
vents molestation from stock and campers. A factor usually over¬ 
looked is that of an exit at the rear of the school grounds, when 
fenced. Some provision should be made for the children to get in 
and out of the playgrounds. Baseballs will always be batted over 
the fences, and unless provision is made, both fence and clothing 
suffer. Clothing will be torn, pupils will trip and fall, and the fence 
will be abused unless provision is made for the children getting in ' 
and out of the playground. 

Grass adds materially to the value of the school property. If well 
sodded, the children can play when otherwise the grounds would be 
muddy and slippery. Prairie grass is to be found on the majority 
of the school grounds here in Kansas, but many grounds are abso¬ 
lutely barren. Blue grass or other suitable grasses may well be 
sown unless the soil is so infertile that even weeds will not grow. 
Thickly sodded grass helps to keep out the weeds. 

The practice of many janitors and teachers of throwing out cin¬ 
ders without regard to the school grounds is to be deplored. What 
possible excuse can there be for dumping the cinders in a big pile 
just off the steps or walk? It is not unwise to utilize the cinders in 
making a wallc, if walks are needed, or in filling up a low place on the 
school ground, but throwing the cinders out indiscriminately should 
not be tolerated. The cinders not only mar the appearance o,f the 
school grounds, but decrease the amount of play-yard ground that 
should be available for the use of the children. 

In placing permanent playground apparatus, it should also be 
remembered that it is not necessary to put in seesaws in the middle 
of the playgrounds, and that volley-ball posts interfere considerably 
with baseball. Improperly placed playground equipment can be a 
nuisance; it is if it is on what should be the baseball diamond. See¬ 
saws, swings, turning bars, giant strides should almost invariably be 
placed near and paralleling the fence. 

If permanent equipment is placed on the side of the schoolhouse 
opposite the large playground, the smaller children will be in no 
danger of batted balls, etc. The larger pupils are less likely to inter¬ 
fere with their play, and in turn the smaller children will enjoy a 
greater freedom in the use of the apparatus, and will, of course, keep 
out of the way of the older children in their play. 


FACTORS INVOLVED IN THE CHOICE OF APPARATUS. 


In the selection of equipment and apparatus the enrollment of the 
school, the average attendance and the wide diversity in ages must 
always be recognized. Failure to take cognizance of these two factors 




4 RURAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 

is well illustrated throughout Kansas in the smaller schools with their 
unused basket-ball courts. A few years ago basket ball sprang into 
popularity. Basket-ball posts soon dotted the grounds of the rural 
schools. Basket ball was played intermittently for two or three years, 
seldom longer. To-day basket ball is seldom played in the country 
schools. Why? The average school’s enrollment is too small for 
basket ball. The wide diversity in ages prevents at least half of the 
pupils, and perhaps a larger percentage, from playing. Basket ball 
is a much more strenuous and more intensive game than football, 
and pupils widely varied in age and size can not successfully play 
such a vigorous game. Few country schools have 10 boys or 10 
girls near enough the same size to play basket ball. And largely 
because of the small enrollment in the average school, basket ball has 
failed. 

With an average attendance of 14 pupils,^ the opportunities for 
play are somewhat limited. Many counties have still smaller en¬ 
rollments. The average attendance of the one-room schools in a few 
counties, for illustration, is as follows (taken alphabetically) : 7,14, 8, 
16,17,10,10,19,18,14,16,10,13,15,20, 6. 

Since approximately 40 per cent of the pupils, then, are in the 
primary grades, a certain amount of equipment is necessary for these 
pupils. Too often the little children are entirely overlooked in the 
selection of apparatus. On the other hand, the other 60 per cent 
are seldom, if ever, properly and adequately supplied with equip¬ 
ment for organized play. 

Another factor, namely, the cost of equipment, should also be con¬ 
sidered. It is not advisable to buy the finest and most expensive 
volley ball made. The country school does not possess a model gym¬ 
nasium floor. A ball for outdoor use is needed. It is much more 
economical, and will of course give longer service. On the other 
hand, cheap or inferior goods, made of poor material, are extremely | 
expensive in the end because of their short life. The purchase of ‘ 
well-made equipment that will give long and faithful service is by | 
all means advisable. Buy wisely. | 

FINANCES. I 

Considerable pedagogical paraphernalia has been sold in the past I 
to school officials by persistent agents, but few school boards have i 
either purchased or made playground apparatus largely because of | 
the common impression that “exercise” takes the place of “play,” ’ 
or, in other words, the country child having many chores and other 
work to do does not need to play. 

'This is th.e average attendance for the one-room schools of Kansas, as shown hy 
the twenty-first biennial report of the Kansas State Superintendent of Public Instruction 
for the years 1917 and 1918. , 





KURAL SCHOOL. PLAYGROUNDS AND EQUIPMENT. 


5 


Prejudice and conservatism are much less factors to be contended 
against in introducing playground equipment to-day. The dis¬ 
closures of the draft boards during the war, showing the poor physi¬ 
cal condition of the Nation’s young men, destroyed many of the old 
illusions. The need of physical education and the importance and 
value of play in the curriculum are comparatively well recognized. 

Without question it is as clearly the duty of the school board to 
furnish adequate playground apparatus and athletic equipment as it 
is to furnish the schoolroom with desks, maps, globes, and other 
well-recognized necessaries. No longer should the teacher and the 
pupils be forced to purchase apparatus, books, and equipment by 
capitalizing the school entertainments. Heretofore, and, yes, even 
at the present time, additional equipment has been secured and is 
being secured by using the proceeds of the school’s entertainments. 
Books, maps, globes, flags, and athletic equipment are necessary, 
and yet the teacher should not be expected or forced to supply the 
school with these articles from the proceeds of the pie socials and box 
suppers. Not that these entertainments are not of value, nor that 
they are undesirable, for they are of considerable value and add 
much to the community’s interest in the school and furnish an oppor¬ 
tunity for the teacher and the parents to get acquainted, as well as 
offer the pupils some excellent training. 

What manner of man or woman could expect the pupils and their 
teacher to earn money to paint the schoolhouse? Yet paint is no 
more essential than either books or playground apparatus. Further- 
more, although the teacher and the pupils may help, the school should 
pay for playground apparatus, maps, libraries, etc. 

If the school board absolutely refuses to furnish any funds for 
the purchase of equipment, the teacher can still, with the aid of her 
pupils, present a program of some sort, add the irresistible attrac¬ 
tions of a pie social or a box supper, and make money enough to buy 
some equipment. The proceeds of a single entertainment will often 
enable the teacher to buy a few pieces of apparatus. This is fre¬ 
quently the teacher’s only alternative. 

The resourceful teacher can usually find material enough to make 
an excellent program, and ordinarily a social can be added to further 
the school’s funds. The movies attract many people, but old- 
fashioned entertainments are still popular. Shawnee County, Kans., 
has revived the old fashioned spelling matches. Preliminary spelling 
matches were held in every school, and the school’s three best spellers 
were selected. These three pupils entered the township contests. 
Five pupils were selected in the township contests, and these five 
Dupils entered the big county contest where prizes were given to 
' ery contestant, all of whom had won previously in the township 
elimination contests. In nearly every contest the entire community 




6 


RUKAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 


was invited to attend. Following the pupils’ contests the “old- 
timers ” frequently “ spelled down.” In some schools the younger 
pupils gave a short program also. Other talent, usually musical, 
was utilized in many schools. 

Almost invariably the evening program included a social of some 
sort. Mr. Josiah Jordan, county superintendent of schools of Shaw¬ 
nee County, believes that the teachers and the community should get 
together occasionally, that community spirit should be developed, and 
that playground apparatus is essential. Accordingly, he urged the 
teachers to advertise their meetings, provide whenever possible for 
socials, etc., and that the proceeds be used for the purchase of play¬ 
ground equipment. Several hundred dollars’ worth of equipment 
was added as a result of the County Spelling Tournament. 

Teachers should not hesitate to ask the school board for play¬ 
ground apparatus. If the school-tax levy is low, which is usually 
the case, suggest to some influential man or woman in the district 
that the annual school budget be raised. If an itemized bill for play¬ 
ground equipment were presented at the annual meeting, the chances 
are that it would be voted down, since many people still object to 
paying anything for “playthings.” Yet the small additional tax 
would scarcely be noticed, and the heaviest taxpayers would pay but 
very little more. If it is a live community, lay the cards on the 
table and ask for equipment; it will be voted. If, on the other hand, 
the community is conservative, ask the school board for money to 
buy a little material and let the pupils build some homemade equip¬ 
ment. With an increased budget, money should be available. 

Playground equipment would be an innovation in many com¬ 
munities, to be sure, but it is none the less essential. 

EQUIPMENT AND APPARATUS. 

The following equipment for the average one-room country school 
is suggested by the writer: Two playground baseballs; two play¬ 
ground baseball bats; one pair jumping standards; one sand pile; 
two seesaws; two swings; one turning bar; one volley ball, net, and 
posts; six bean bags for indoor use; one Games for the Playground, 
Home, School, and Gymnasium, by Miss Bancroft, published by 
Macmillan Co., New York, $1.50; one Bulletin on Physical Edu¬ 
cation, published by the State Department of Education of Indiana 
(send 15 cents to George E. Schlafer, University of Indiana, Bloom- 
, ington, Ind., for a copy). 

The preceding list includes the minimum equipment and apparatus 
that should be placed in every school. Other equipment might be 
added, but the essentials for a small school are included. A larger 
selection might well include the additional articles: One giant 
stride, one slide, one tether-ball post, six tether balls, four tennis 





RURAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 


7 


rackets, one tennis court with net and posts, one pair flying rings, 
one trapeze, one soccer football. 

THE SEESAW. 

The seesaw is in universal use. Properly built, the seesaw will 
afford considerable exercise and entertainment for the younger 
pupils who are too small to participate in organized games. Its 
popularity is unquestioned. Although not used every day, it is in 
frequent use, and may well be placed in every school. 

SWINGS. 

The swing, too, never loses its popularity, and, like the seesaw, its 
popularity is unquestioned. It furnishes the smaller child recrea¬ 
tion and exercise. From a physiological viewpoint, although the 
child may not get as much exercise from swinging as could be had 
through various ring games, the child gets considerable active exer¬ 
cise. Without swings and seesaws, simple apparatus to be sure, the 
younger children are at a loss for “something to do”—^the eternal 
cry of the country child. If the teacher gets out on the playground, 
as, indeed, she should be required to do, her time is almost entirely 
given to the larger and older pupils in their organized play, thus 
leaving the younger pupils without guidance or anything to do. 
The larger pupils will also occasionally use the swings. Two swings 
should be by all means included in the permanent playground equip¬ 
ment for the average rural school. 

THE SAND PILE. 

A sand table is one of the requirements for standardization of 
schools in Kansas. It is true that ordinarily a sand pile will not be 
used by very many pupils for any length of time. Yet, the begin¬ 
ners, and even the older boys, have an instinctive desire to dig. 
School grounds very commonly exhibit the handiwork of cave dig¬ 
gers. During the early fall and in the spring a sand pile will be 
used regularly. It may well be inclosed by a concrete or wooden 
curb. 

THE TURNING OR HORIZONTAL BAR. 

With a good turning bar, properly placed, many an otherwise idle 
minute can be utilized by the boys in doing stunts, in chinning con¬ 
tests, and in “ showing off.” This is the simplest apparatus that can 
be placed on the school grounds, and yet offers the larger boys an 
unusual opportunity to do stunts, etc., when the playgrounds can not 
be used because of rain or snow. When time is not available for 
organized play, the boys will turn to the horizontal bar for a few 
minutes’ recreation. If for some reason several pupils are absent 
from school, leaving too few present for organized games, the bar 
will furnish a means of entertainment for those present. With the 




8 RURAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 

ever-increasing emphasis being placed on individual athletic tests, 
the horizontal bar is absolutely essential, inasmuch as it develops the 
boys’ ability in chinning contests. The pull-up, or chinning contest, 
is included in practically all grade-school athletic meets at the pres¬ 
ent time. As a corrective for round shoulders, the horizontal bar 
has but one equal, volley ball. For this reason, if for no other, it 
should be placed in the country school. Found shoulders and wing 
shoulder blades are much too common, and the bar will help incal¬ 
culably in correcting the harmful effects of poor posture. 

JUMPING STANDARDS. 

Since county athletic meets are becoming popular, the need of 
jumping standards is obvious. Guesswork does not encourage high 
jumping. Good standards, giving heights, further the interest in 
high jumping, increase rivalry or competition, and give the indi¬ 
vidual an incentive to improve his former records. High jumping, 
as well as broad jumping, appeals to the instincts of the boy, and of 
the girls also in a minor way. Without jumping standards, little 
preparation for athletic meets can be made. 

PLAYGROUND BASEBALL. 

Baseball, notwithstanding the fact that it is undoubtedly the finest 
game ever developed, can seldom be played satisfactorily in the 
average small country school, because (1) of the small attendance, 
(2) the difference in the pupils’ ages, and (3) the lack of equipment. 

Still, almost every school tries to play baseball. Without gloves— 
and few schools have more than one or two, which belong to the 
boys—the smaller boys and the girls often are unable to play. The 
larger girls, however, frequently play as well as the boys, and oc¬ 
casionally better. The larger boys rarely welcome the smaller fel¬ 
lows, even if their teams are very small; the little fellows make so 
many “ outs ” and fail to catch the ball so often that the youngsters 
are usually crowded out of the game. When the little fellows do play, 
they seldom, if ever, hit the ball when at bat, and if, being out in the 
field or stationed on one of the bases, a hard-batted ball or a hard- 
thrown ball comes toward them they may or may not catch it. 

Playground baseball, however, with the larger and softer ball, 
enables all but the primary pupils to play baseball. None of the 
skill of the regular game is sacrificed. The only difference in the 
rules to be noted is this—the pitcher throws the ball underhand. 
Much easier to bat and to catch, the child has no fear of the ball. 
Girls who have not played baseball with its hard ball will welcome the 
newer game. Every player will strike out less often when at bat, 
and the smaller pupils can bat it as well as the older and more ex¬ 
perienced pupils. Since the softer and larger playground base¬ 
ball requires no gloves, only the ball and bat are needed. Utilizing 




RUKAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 9 


the majority of the pupils, playground baseball is ideally suited to 
any school. Organized play is best. 


VOLLEY BALL. 


After the baseball season closes volley ball should be taken up 
and played whenever the weather permits until the warm days of 
spring return. Basketball, it was noted earlier, is not suitable for 
the average country school, because of the small enrollment and the 
wide variance in ages. Volley ball, however, like playground base¬ 
ball, enables all but the primary pupils to participate in the game. 
Simple, and ordinarily not highly organized, volley ball is well 
suited to the average school. The girls will enjoy this game as much 
as the boys and will be able to compete against the boys very suc¬ 
cessfully. The younger boys, too, will be able to join in the game 
with considerable enthusiasm. 

Volley ball is an excellent game to introduce for one, if for no 
other reason, namely, batting the ball over the head over the net 
corrects round shoulders and increases chest expansion, thus improv¬ 
ing the posture of the players. Any number of players may par¬ 
ticipate in the game—from 2 to 10 on a side works well, 6 being an 
ideal team. Difference in size and age counts for little in volley ball 
in comparison with many other games. 

The volley ball may be used for other games, such as Necomb, 
end ball, and captain ball, each of which is an excellent game and 
should be mastered by the pupils. These games furnish excellent 
training for more advanced and more highly organized games and 
should precede volley ball and basketball. 


BEAN BAGS. 

For rainy weather, when it is impossible to use the playgrounds, 
bean bags furnish satisfactory equipment for a large number of 
indoor games. To simply toss them about affords some exercise and 
recreation. When used in simple indoor games the children forget 
: the weather and enjoy the indoor play almost as much as more 
1 strenuous outdoor play. 


HOMEMADE OR MANUFACTURED EQUIPMENT AND APPARATUS. 

Naturally manufacturers who make a specialty of the manufac¬ 
ture of playground apparatus can offer superior apparatus. With¬ 
out question the heavy fittings and frames offered by the manufac¬ 
turers are superior to homemade frames constructed of wooden 
poles with homemade fittings. Much stronger, and accordingly safer, 
as well as much more durable and attractive, manufactured appara¬ 
tus should be purchased whenever possible. The first cost is higher, 
it is true, but the first cost is practically the only cost, since the heavy 
galvanized frames and fittings are indestructible, or almost per¬ 
manent. 




10 


RUKAL SCHOOL PLAYGKOUNDS AND EQUIPMENT. 


• The galvanized pipe for the frames can ordinarily be purchased 
locally much cheaper, owing to the saving in freight. This is the 
usual practice. 

If sufficient funds for the purchase of manufactured apparatus 
are unavailable, homemade apparatus can be built at comparatively 
little cost. Satisfactory and serviceable apparatus can be built, and 
although the life of the apparatus may be shorter and the ultimate 
cost greater, there is no question but that homemade apparatus should 
be built if it is impossible to get manufactured apparatus. 

From an esthetic viewpoint, homemade apparatus is not as at¬ 
tractive, perhaps, as manufactured equipment, but if properly con¬ 
structed and properly placed, homemade apparatus is not unattrac¬ 
tive. Paint and varnish will add much to the appearance of the 
apparatus, and will in turn improve the appearance of the school 
grounds. Too often the fact that the community is judged, or adver¬ 
tised, by its school is overlooked by the school patrons. Strangers 
and visitors judge a community by the school, and it therefore be¬ 
hooves the school to show its progressive spirit by adequately equip¬ 
ping the playground attractively. 

Athletic equipment obviously must be purchased; homemade string 
baseballs no longer suffice. Baseball bats made of a board or a limb 
of a tree seldom prove satisfactory. 

Baseballs and bats, volley balls and volley ball nets, swings and 
seesaws are just as essential in promoting the best interests of the 
school as dictionaries and globes, maps and charts, or desks and black¬ 
boards, and should be by all means provided. A small annual appro-' 
priation for athletic equipment will keep the school well supplied 
with the necessary essentials for organized sports. 

In purchasing athletic equipment too much emphasis can not be 
placed upon the quality of the articles obtained. Business should 
be transacted only with reliable manufacturers who guarantee their 
products, and in turn with dealers who sell only well recognized 
brands. The potential service that can be had from a playground 
baseball or a volley ball, for illustration, should be recognized in the 
selection of these articles. Cheaply manufactured goods are usually 
unreliable; the first cost of good equipment may be higher, but in 
the end the better equipment is far less expensive than the cheaper 
articles. 

CARE OF EQUIPMENT. 

Through thoughtlessness or carelessness valuable athletic equip¬ 
ment is too often left on the playground overnight. The dew, the 
frost, showers, or rain will ultimately ruin leather goods. It goes 
without saying that athletic equipment should be properly cared for 
and protected against the elements. 

Baseballs and volley balls are also too often used when the covers 
become water soaked. This, too, does not add to the life of the ball. 


RURAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 11 

If the grounds are wet and muddy, leather athletic equipment should 
not be needlessly sacrificed, and that is virtually what it means 
when leather goods are used continually in bad weather. 

A common habit of the boys, namely, the batting of rocks, scraps 
of wood, and even tin cans with the baseball bats, should be stopped. 
No baseball bat will stand this abuse without being marred, bruised, 
and scratched. 

A rough stone foundation may make an excellent backstop in a 
baseball game; but the rough, sharp edges of the ordinary stone 
foundation will inevitably be instrumental in wearing out the base¬ 
balls. It is seldom necessary to utilize the end of the schoolhouse 
for a backstop. Avoid the foundations whenever possible. Hedge 
fences, because of the thorns, may also well be avoided. Many a 
punctured ball follows an encounter with a hedge thorn. 

When the seams of a ball rip, instead of continuing the use of 
the ball, put in the stitch in time that saves nine or more. Sewing 
up a ball when the seams are ripped saves the ball. Good wrapping 
string and a darning needle, together with a conscientious workman— 
teacher, pupil, mother, or father—will nearly always save the ball. 

Volley balls, soccer balls, etc., should always be carefully laced. 
Be sure that the rubber bladder is protected. Furthermore, the 
leather thong with which the ball is laced should be tucked inside 
the cover—never used to carry the ball, hold, or throw the ball. 
Keep the ball properly inflated. 

A good case in the schoolhouse, under lock and key, should be 
provided. Athletic equipment should be placed in the case when 
not in use. 

When the pupils return from the playground after recesses and 
noons, the athletic equipment should be brought into the school- 
house. No one knows when a sudden shower or rain will drench 
everything left outside. Volley-ball nets or tennis nets may ordi¬ 
narily be left out throughout the day, unless the weather is threaten¬ 
ing. They should always be taken down and placed inside the 
schoolhouse at night. 

If the rope used in the swings becomes either frayed or rotten. It 
should, of course, be immediately taken down and replaced. Unless 
replaced, the rope may break at any time and endanger the life of 
the pupil using the swing. 

Taps, bolts, and set screws occasionally work loose in playground 
apparatus. All playground apparatus should be regularly in¬ 
spected. Tighten up the taps and set screws, if necessary. 

Good apparatus, though either homemade or manufactured, has 
no complicated parts needing constant attention, seldom needs re¬ 
pairs, causes no worry, and insures safety. Permanent apparatus, 
if galvanized, needs no attention. Wooden frames, on the other 
hand, should be painted regularly to afford protection from the 
elements. 



12 


KUKAL SCHOOL PLAYGROUNDS AND EQUIPMENT. 


BIBLIOGKAPHY. 

Games^ Athletics^ Gymnastics, 

Angell. Play. Boston, Little, Brown & Co. $1.50. 

Banckoft. Games for the Playground, Home, School, and Gymnasium. New 
York, Macmillan Co. $1.50. 

Boy Scouts of America. Handbook for Boys. New York, Boy Scouts of America. 
Clark. Physical Training for Elementary Schools. New York, Sanborn & Co. 
$1.60. 

Camp. Athletes All. New York, Macmillan Co. $1.50. 

Elson and Trilling. Social Games and Group Dances. 

Indiana. Department of Public Instruction.. Bulletin on Physical Educatioi;, 
No. 36. 15 cents for postage. (Furnished by the U^niversity Extension 

Division, Bloomington, Ind.) 

Johnson. What To Do at Recess Time. New York, Ginn Co. 25 cents. 
McKenzie. Exercises in Education in Medicine. 

Reilly, New Rational Athletics for Boys and Girls. Chicago, D. C. Heath & Co. 
Spaulding. Athletic Library. New York, American Sports Publishing Co. 
Spurling. Playground Book. 

Stecker. Guide to Track and Field Work Contests and Kindred Activities. 
Philadelphia, J. J. McVey Co. 50 cents. 

- Handbook of Physical Training and Games for Elementary Schools. 

Philadelphia, J. J. McVey Co. 50 cents. 

- School Games and Dances. 

- Theory and Practice of Educational Gymnastics for Grade Schools. 

Philadelphia, J. J. McVey Co. $1.25. 

Festivals and pageantry. 

liiNcoLN. Festival Book, 

Chubb. Festivals. ' 

Crampton. Folk Dance Book. 

For the little folks. 

INToses. Action Plays and Dances. 

Hoofer. Singing Games. 

Burcheanal. Folk Dances and Singing Games. 

i 

Theory of play. 

Curtis. Conduct of Play. 

-. Education Through Play. 

-. Play and Recreation in the Open Country. New York, Ginn & Co., $1.25, ' 

-. Practical Conduct of the Playground. New York, Macmillan Co., $1.50. ! 

-. The Playground Movement and Its Significance. New York, Macmillan i| 

Co., $1.50. - i 

Gross. The Play of Animals. New York, Appleton Co. j 

-. The Play of Man. New York, Appleton Co. j 

Lee. Education Through Play. New York, Macmillan Co. j 

Johnson. Education by Plays and Games. New York, Ginn & Co., $0.90. | 


WASHINGTON : GOVERNMENT PRINTING OFFICE : 1920 

3477485 

Lot 74 













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